2016 teven-tintenbar public school annual report · the annual report for 2016 is provided to the...

Teven-Tintenbar Public SchoolAnnual Report

2016

4578

Printed on: 20 March, 2017 of 12 Teven-Tintenbar Public School 4578 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Teven–Tintenbar Public School as an account of theschool's operations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the School Strategic Plan. It outlines the findings from self–assessment that reflect the impactof key school strategies for improved learning and the benefit to all students from the expenditure of resources, includingequity funding.

Virginia Latta

Principal

School contact details

Teven–Tintenbar Public SchoolFredricks LaneTintenbar, 2478www.teventint–p.schools.nsw.edu.auteventint–[email protected] 8210


School background

School vision statement

Our school motto, Respect–Responsibility–Results, ensures students are encouraged to continually raise the bar in allareas. This is reflected in our school vision:

We believe all children are unique.

We believe all children are entitled to a differentiated education program that meets their needs and parentaspirations.

Our high quality teaching and learning programs will address this. We are here to help your child start theirjourney in realising their dreams.

At Teven–Tintenbar Public School:

Students know their school is a safe, trusting and caring environment

Students are valued as individuals, taught by teachers who understand the process of how children learn and cater forthe variety of learning styles

Students are provided with a connected curriculum with meaningful tasks, quality resources and caring assistance whereall students can experience success as learners

Relevant informal and formal assessment processes are integral to a productive teaching and learning cycle

Staff and student achievements are recognised and publicised appropriately

School context

Teven–Tintenbar Public School opened on its current site in 1988 after the amalgamation of Teven and TintenbarSchools. 2017 will see an anticipated enrolment of approximately 168 students.

The school population reflects the diversity of the enrolment feeder area surrounding the school. Approximately 8% ofour students come from a non–English speaking background, while approximately 2% are of Aboriginal or Torres StraitIsland background. The school promotes understanding and tolerance and provides a happy and productive environmentfor its diverse student population.

Our school is a Kids Matter and Better Buddies school. Our programs include Growth Mindset and Visible Learning. Ourschool programs support a diverse range of learning needs across the school. Parents are becoming increasingly awareof the importance of engaging with our school to support their children.

Self–assessment and school achievement

Self–assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to furtherimprovements in the delivery of education to our students.

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

Excellence in Learning

Purpose

To engage parents as active partners in children’s learning in a supportive school environment.

To differentiate the learning so all students can fairly access the curriculum.

To personalise the learning for each child so they have the opportunity to achieve their best.

To incorporate 21st Century learning & skills in all KLAs.

To build resilient children who are self–directed learners and critical thinkers.

To develop a culture of student voice.

Overall summary of progress

Our Visible Learning Project has progressed to where all teachers are using Learning Intentions and Success Criteria forall lessons. The Stage 3 students are tracking themselves against learning continuums and are on track to becomeAssessment Capable Learners.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

To achieve .4 effect size ofstudent growth in school–basedassessments at the completion ofeach year in all key learningareas.

School based standardised assessments indicatethat growth for all year groups has been between.35 and .6 effect size.

$20000

The school achieves at least30% of students achieving at highlevels of performance on externalperformance measures.

We reached 50% of our Year 3 and 5 studentsachieving in the higher bands except for numeracywhich is 39% in year 3 and 31% in year 5.Mathematics will become a focus for 2017.

$14000

Next Steps

In 2017, we will be further developing our Learner Qualities and introducing the Learning Pit in all classes. Teachers willundertake more training in giving the four forms of feedback to students. This will then be implemented in all classes,with the view that students will be able to give and receive feedback from peers and teachers.

There will be a series of parent seminars to support our Visible Learning Project with parents understanding the'language' and then using this language at home to discuss student learning.

We will increase our Walls that Teach to include Growth Mindset and the Learning Pit.

We will be reviewing Numeracy Smart Data and current teaching practices in the area of Mathematics.



Excellence in Teaching

Purpose

To ensure teaching and learning programs at TTPS are driven by data and are evidence based.

Teachers collaboratively and independently evaluating the effectiveness of their teaching practices.

To develop a culture of expectation of a shared responsibility for student improvement.

All teachers contributing to the learning culture of the school.


Class programs are driven by data– school data walls, SMART data and standardised tests where effect sizes arecalculated. Through our Learning Support Meetings and staff collaboration meetings, there is a shared responsibility forthe learning of ALL students.




Implementation of PerformanceDevelopment Framework,including Peer Teaching Reviews

All teachers are participating in the PerformanceDevelopment Framework and are actively seekingpeers to do class reviews and audits

$10000

Evidence of student voice infeedback betweenteachers–students andstudents–students

All staff trained in the four forms of feedback andare starting to use this in classes. Stage 3 studentsare now providing exit slips as a form of feedback tothe teacher and are providing feedback to peers ona variety of tasks

$10000

To achieve .4 effect size instudent growth in standardisedtests at the completion of eachyear in all key learning areas.

There has been .6 effect size growth in most areasin most classes. Effect size is now used to ascertaingrowth across the literacy continuum.

$10000

Next Steps

We currently have classroom reviews by teachers but will be extending this to include class audits and lesson study. Wehave achieved above a .4 effect size in standardised tests and hope to improve on this in 2017. Our NAPLAN resultsindicate growth in the higher bands in all areas except numeracy so this will become a school project for 2017.

We are further developing the culture of Assessment Capable Learners by developing an understanding of the LearningPit and our Learner Qualities.



Excellence in Leadership

Purpose

To build a school–wide culture of high expectations and a shared sense of responsibility for student engagement,learning, development and success.

To develop a culture of planned and proactive engagement with parents and the broader community.

To ensure that operational issues serve the overarching strategic vision of the school community.

To support learning at all levels.


All staff have professional learning goals that link with the school plan and support current school practice.

There have been some parent seminars but we plan to increase these in 2017.




There will be an increasednumber of opportunities forparents to engage with the schoolcommunity

Over 80 families participated in our learning forumon Growth Mindsets and Visible Learning. Moreparents are participating as volunteers in ourMulti–lit programs.

$3500

All executive and teaching staffhave individual professionallearning plans and specific goalsthat guides the development oftheir professional practice andresults in the improvement ofstudent learning outcomes.

All staff have professional learning goals that arerelated to their professional learning required toimplement the school management plan. This hasshown success in all classrooms with our visiblelearning and growth mindset projects.

$3500

School wide data informsteaching and learning in allclassrooms. This is evident indaily teaching and learningactivities and in teacher programs

There is a school based data wall for tracking allstudents. SMART data is reviewed each year andfindings used to drive programs.

$3500

Next Steps

We will be holding regular parent seminars so parents further understand the new programs in our school– Visiblelearning, Growth Mindset, Assessment Capable Learners, Rock and Water and Seasons for Growth. We will also holdseminars to help parents support student learning.

Professional Learning time will be provided for teachers to work collaboratively and visit each others classrooms toreview class practices and perform class audits.

There will be professional learning and professional dialogue around the use of data to drive learning programs.Professional learning will include the CESE readings including 'What Works Best'.

In 2017 and beyond, we will be introducing Self organised Learning Environments (SOLE) and integrated Science,Technology, Engineering and Mathematics (STEM) lessons in stage 3, with a view to extend to younger stages later on.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading All Aboriginal students have PersonalLearning Plans (PLPs). There is full positiveengagement in student learning with parents

Learning and SupportTeacher (LAST) time hasbeen increased from 1.5 to3 days per week

• Aboriginal backgroundloading ($938.00)

English language proficiency There has been excellent results fromPre–Lit, Mini–Lit and Multi–Lit programs. Itwas hard to maintain parent volunteers forprograms in 2016.

There has been purchasesof Multi– Lit programs andLAST time has beenincreased from 1.5 to 3days per week

• English languageproficiency ($1 369.00)

Low level adjustment for disability All children in our school have adjustmentsheets where required. The Multi–Litprograms are translating into successfuloutcomes in classroom results.

LAST time increased from1.5 days to 3.0 days perweek. There has been apurchase of Multi–Litprograms

• Low level adjustment fordisability ($30 829.00)

Quality Teaching, SuccessfulStudents (QTSS)

This model of support has been successfuland has led to staff more openly supportingeach other.

A teacher was employed forone day per week. • Quality Teaching,Successful Students(QTSS) ($0.00)

Socio–economic background Students are having success with allprograms. It was hard to maintain parentvolunteers for programs in 2016.

There has been anincrease of LAST time from1.5 to 3 days per week

• Socio–economicbackground ($5 028.00)


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 75 72 64 78

Girls 71 62 57 72

Student numbers are steadily increasing, with projectednumbers of 168 in 2017.

Student attendance profile

School

Year 2013 2014 2015 2016

K 91.7 95.7 92.1 94

1 91.5 95.3 95.1 94.5

2 92.5 92.9 90.1 94.9

3 91.2 93.5 93.1 93.8

4 93.9 91.6 92.8 95.2

5 93.6 95.3 93.5 95.2

6 89.1 96 94.5 92.8

All Years 91.9 94.3 93 94.3

State DoE

Year 2013 2014 2015 2016

K 95 95.2 94.4 94.4

1 94.5 94.7 93.8 93.9

2 94.7 94.9 94 94.1

3 94.8 95 94.1 94.2

4 94.7 94.9 94 93.9

5 94.5 94.8 94 93.9

6 94.1 94.2 93.5 93.4

All Years 94.7 94.8 94 94

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 1

Classroom Teacher(s) 4.55

Learning and Support Teacher(s) 0.2

Teacher Librarian 0.4

School Administration & SupportStaff

1.76

Other Positions 0.05

In 2016 there were no staff who identified as beingAboriginal or Torres Strait Islanders

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 80

Postgraduate degree 20

Professional learning and teacher accreditation

Four Teachers have maintained their accreditation atproficient.

Teachers have undertaken training in KidsMatter,Visible Learning, Best Practice Professional Learning,Law Sense and Bounce Back. Three teachersattended the LEAP conference. All teachers undertookpersonal professional learning based on theirperformance and Development Goals.

The average cost of professional learning provided toeach teacher was $1500.


Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 1st January to 31 December2016.

2016 Actual($)

Opening Balance 60 735

Revenue 1 202 135

(2a) Appropriation 1 147 057

(2b) Sale of Goods and Services 1 120

(2c) Grants and Contributions 52 901

(2e) Gain and Loss 0

(2f) Other Revenue 0

(2d) Investment Income 1 056

Expenses –1 194 715

Recurrent Expenses –1 194 715

(3a) Employee Related –1 065 835

(3b) Operating Expenses –128 880

Capital Expenses 0

(3c) Employee Related 0

(3d) Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

7 419

Balance Carried Forward 68 154

Our school budgets according to DoE requirements andis expended in the current financial year. Some fundshave been saved to purchase new interactive TVs in2017 at a cost of $20,000. Some school communityfunds will be used to provide signage around the schoolto support our school programs and values system.

2016 Actual($)

Base Total 1 019 053

Base Per Capita 6 527

Base Location 2 400

Other Base 1 010 125

Equity Total 38 162

Equity Aboriginal 937

Equity Socio economic 5 027

Equity Language 1 368

Equity Disability 30 828

Targeted Total 48 564

Other Total 5 180

Grand Total 1 110 960


School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.


The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert the school name in the Find a school andselect GO to access the school data.

Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school.

In 2016, the school used the School ExcellenceFramework as a survey tool to gauge parent opinions.

The results are as follows:

Student reports contain detailed information aboutindividual student learning achievement and areas forgrowth, which provide the basis for discussion withparents.

Physical learning spaces are used flexibly, andtechnology is accessible to staff and students

There is demonstrated commitment within the schoolcommunity to strengthen and deliver on school learningpriorities.

Positive, respectful relationships are evident amongstudents and staff, promoting student wellbeing andensuring good conditions for student learning.

The school consistently implements a whole–schoolapproach to wellbeing that has clearly definedbehavioural expectations and creates a positiveteaching and learning environment.

Parents have an understanding of what their childrenare learning and receive regular information to supportprogression to the next level.

The school leadership team engages the schoolcommunity in reflecting on student performance data.

There is broad understanding of, and support for,school expectations and aspirations for improvingstudent learning across the school community.

There are opportunities for students and the communityto provide constructive feedback on school practicesand procedures.

Policy requirements

Aboriginal education

There is targeting of resources and professionallearning to promote quality teaching. Aboriginalperspectives and content are included in all KeyLearning Areas.

Multicultural and anti–racism education

Our school has culturally inclusive classroom andschool practices. Teaching and learning programsfoster students’ understanding of culture, culturaldiversity, racism and active citizens.


2016 teven-tintenbar public school annual report · the annual report for 2016 is provided to the...

Documents